Exploring Desirable Futures for L1 Education and Teachers' Literacies in a Digital Age: A German-Australian Delphi Study

The study investigates experts' anticipated L1 education futures in 2030 and teachers' literacies deemed necessary in this context. It emphasizes the need for transformations regarding traditional structures, practices, and processes of teaching and learning by 2030, specifically given contemporary practices and forms of learning, thinking, and working in the digital age.

Format: Paperback / softback
Length: 316 pages
Publication date: 23 September 2022
Publisher: Springer Fachmedien Wiesbaden

The rapid advancement of digital technologies has a profound impact on the way individuals think, learn, generate knowledge, create, communicate, and collaborate in the digital age. These sweeping sociocultural changes necessitate recognition within the educational realm. The present study aims to explore experts' anticipated L1 education futures in 2030 and the literacy skills deemed essential in this context from a transnational perspective. The research objectives are addressed through an exploratory sequential mixed methods research design, employing a three-round modified Delphi study. The panel comprises individuals recognized as experts in the intersection of (L1) education and digitalization, selected based on their theoretical or applied expertise and their interest in the issue under investigation.

It becomes evident that the experts stressed the imperative of transformative changes in traditional structures, practices, and processes of teaching and learning by 2030, particularly in light of contemporary practices and modes of learning, thinking, and working in the digital age.

Furthermore, they emphasized the importance of equipping teachers with the necessary literacy skills to adapt to these evolving trends and facilitate effective teaching and learning in the digital age. The experts identified a range of literacy skills that teachers should possess, including digital literacy, content creation, collaboration, and critical thinking.

Digital literacy involves the ability to use digital tools and technologies effectively for learning, communication, and information retrieval. Content creation involves the ability to create and share digital content, such as videos, podcasts, and interactive presentations, to engage and educate learners. Collaboration involves the ability to work effectively with others in digital spaces, such as online forums and collaborative platforms.

Critical thinking involves the ability to analyze and evaluate digital information, identify biases, and make informed decisions based on evidence. The experts also highlighted the need for teachers to be lifelong learners and continuously update their skills and knowledge to remain relevant in the rapidly changing digital landscape.

In conclusion, the present study sheds light on the anticipated L1 education futures in 2030 and the literacy skills deemed essential for teachers to thrive in this digital age. It underscores the importance of acknowledging and addressing these changes within the educational context to prepare learners for the challenges and opportunities of the future. By equipping teachers with the necessary skills and knowledge, we can ensure that L1 education remains relevant, effective, and inclusive in the digital age.

Weight: 457g
Dimension: 210 x 148 (mm)
ISBN-13: 9783658391928
Edition number: 1st ed. 2022